Ebert Kerry Danahy, Pham Giang T
Department of Speech-Language-Hearing Sciences, University of Minnesota-Twin Cities, Minneapolis, MN.
School of Speech, Language, and Hearing Sciences, San Diego State University, San Diego, CA.
Perspect ASHA Spec Interest Groups. 2023 Apr;8(2):226-233. doi: 10.1044/2022_persp-22-00170. Epub 2023 Feb 7.
For bilingual children with developmental language disorder (DLD), language treatment response is the degree to which an individual child progresses in both of their languages. Understanding what predicts language treatment response for an individual child can help clinicians plan treatment more effectively.
This study is a retrospective analysis of data from Ebert et al. (2014). Participants included 32 school-age Spanish-English bilingual children with DLD who completed an intensive language treatment program. Gains in Spanish and English were measured using raw test scores in each language. Predictors of language gains include language, cognitive, and demographic variables. To examine which predictors were significant, we calculated partial correlations between the potential predictors and the posttreatment language test scores, controlling for the effects of pretreatment test scores.
In Spanish, several predictors correlated with the outcome measures. After controlling for pretreatment scores, English grammaticality, female sex, processing speed, age, and fluid reasoning were related to Spanish posttreatment scores. In English, correlations with individual predictors were minimal. After controlling for pretreatment scores, only one variable was associated with one English posttreatment score: English grammaticality.
The original study reported limited gains in Spanish compared to robust gains in English (Ebert et al., 2014). Treatment response in Spanish is more variable given the lack of environmental support for Spanish in the US. As a result, individual factors (including nonverbal cognition, pretreatment language levels, and demographic variables) influence treatment gains in Spanish. In contrast, strong environmental support for English supports a more consistent treatment response, with a smaller role for individual factors.
对于患有发育性语言障碍（DLD）的双语儿童，语言治疗反应是指个体儿童在其两种语言中的进步程度。了解哪些因素能预测个体儿童的语言治疗反应有助于临床医生更有效地规划治疗方案。
本研究是对埃伯特等人（2014年）的数据进行的回顾性分析。参与者包括32名患有DLD的学龄西班牙裔-英语双语儿童，他们完成了强化语言治疗项目。使用每种语言的原始测试分数来衡量西班牙语和英语的进步情况。语言进步的预测因素包括语言、认知和人口统计学变量。为了检验哪些预测因素具有显著性，我们计算了潜在预测因素与治疗后语言测试分数之间的偏相关性，并控制了治疗前测试分数的影响。
在西班牙语方面，有几个预测因素与结果指标相关。在控制了治疗前分数后，英语语法、女性性别、处理速度、年龄和流体推理与西班牙语治疗后分数相关。在英语方面，与个体预测因素的相关性很小。在控制了治疗前分数后，只有一个变量与一个英语治疗后分数相关：英语语法。
原研究报告称，与英语的显著进步相比，西班牙语的进步有限（埃伯特等人，2014年）。由于在美国缺乏对西班牙语的环境支持，西班牙语的治疗反应更具变异性。因此，个体因素（包括非语言认知、治疗前语言水平和人口统计学变量）会影响西班牙语的治疗效果。相比之下，对英语的强大环境支持使得治疗反应更加一致，个体因素的作用较小。
